36 research outputs found
ExposiciĂłn que ha dirigido la ciudad de Valencia a su Alteza SerenĂsma la regencia del Reyno contra el proyecto de Cámaras
Texto fechado al final en Valencia a 16 de septiembre de 1823Marca tip. en portSign.: [ ]
Ciudades fuertes, cĂvicas y solidarias para salir de la crisis
Declaració institucional elaborada en el context de confinament davant l’emergència provocada per la COVID-19.Institutional statement prepared in the context of confinement to the emergency caused by COVID-19.Declaración institucional elaborada en el contexto de confinamiento ante la emergencia provocada por la COVID-19
Alegacion jurĂdica por el ayuntamiento de ... Valencia, coadyuvando ... Blasco ... de Pedro, marquĂ©s de Albayda, y Don Vicente Albornòs [sic], marquĂ©s de Leon, sobre que se anulen los gravámenes impuestos por Don JosĂ© MarĂa Milán de Aragon en la escritura de establecimiento de ciertas tierras situadas en el distrito de Francos y Marjales ...
Se ha mantenido la acentuaciĂłn originalSign.: []1, 1-7(2)Esc. xil. de la ciudad de Valencia en por
LA TRACA. La transgressiĂł com a norma. Sala Estudi General - La Nau : De 5 d'octubre de 2016 a 15 de gener de 2017.
Hi hagué un temps, no tan llunyà , que la ciutat de València produïa la revista de més tiratge d’Espanya, la més polèmica, la més jocosa, la més llegida. Es tractava d’una publicació d’humor que feia guerra de l’arbre en terra –la monarquia–, que s’acollia amb èmfasi a la tradició liberal de l’anticlericalisme i que assaonava els seus guisats amb el condiment picant de la sicalipsi.
Aqueix setmanari es deia La Traca. De tan popular com va ser, avui i tot, d’una manera inadvertida, alguns dels personatges d’invenciĂł que van trafegar per les seues pĂ gines continuen entre nosaltres: els seus noms formen part de la cultura popular i els qui van llegir aquella revista els van transmetre a aquells que no van poder llegir-la. En una certa manera, aquesta obra, La Traca, la transgressiĂł com a norma, retorna a la ciutat de València i a la tradiciĂł polĂtica popular una part d’allò que li va ser arrancat de soca-rel el 1939
Museum education, cultural sustainability, and English language teaching in Spain
The collaborative action research project presented analysed the potential of museum education to radically transform the way in which English was taught and learnt in three diverse elementary, middle, and high-school contexts in the province of València (Spain). Insights from museum education and New Literacy Studies were used to expand upon the pedagogical affordances of the material and multimodal dimensions of English language teaching, in order to generate more opportunities for student motivation and engagement by connecting with the learners' home and community cultures, identities, languages, and literacies. To assess the impact of the project, a variety of qualitative strategies were used (including classroom recordings, student interviews and questionnaires, and photographs). A model for culturally sustaining pedagogy was suggested, which school and museum educators may use to inform their practice
Teaching English as a Non-Imperial Language in an Underprivileged Public School in Spain
This article summarizes the processes and findings of a 2-year collaborative action research (CAR) project that analyzed and aimed to counteract some of the most negative educational effects of English linguistic imperialism in the field of English language teaching (ELT) and, more concretely, in the context of English as a foreign language education in Spain. The CAR investigated the ramifications of this phenomenon in a primary school located in one of the most disadvantaged neighborhoods in the city of València. The pedagogical alternative it embraced in order to reverse the underlying tenets of ELT under present-day neoliberal imperialism consisted in combining art and multimodality through a series of projects; a variety of qualitative strategies were used (classroom observation, journal entries, recordings, student interviews, photographs, etc.) to assess its effects. Evidence showed that the three projects developed during the CAR succeeded in offering a worthwhile educational experience and hence a valuable critical alternative to mainstream ELT, one that brought about a change in the way the socially underprivileged students related to the English language